DHOLAI MOLAI BAUNDARY VLPS

DHOLAI MOLAI BAUNDARY VLPS was established in 1980 and it is managed by the Unrecognised. It is located in Rural area. It is located in KATLICHERRA block of HAILAKANDI district of Assam. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Bengali is the medium of instructions in this school. This school is approachable by all weather road. In this school academic session starts in April.          The school has Private building. It has got 1 classrooms for instructional purposes. All the classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a separate room for Head master/Teacher. The school has No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Dholai Molai Boundary VLPS: A Rural Primary School in Assam

Dholai Molai Boundary VLPS, a primary school located in the rural heartland of Assam, India, stands as a testament to the enduring commitment to education within its community. Established in 1980, this unrecognised school serves students from Class 1 to Class 5, offering a crucial foundation in their academic journeys.

The school’s modest infrastructure includes a single classroom housed in a private building, reflecting its humble beginnings and the challenges faced in providing educational opportunities in remote areas. Despite its limitations, the school provides essential learning, utilizing Bengali as its primary medium of instruction.

The dedicated teaching staff comprises two male teachers, diligently guiding the students through their primary education. The head teacher, Rakesh Ranka, leads this committed team, striving to deliver quality education under often difficult circumstances. The school’s co-educational nature ensures equal access to education for both boys and girls within the community.

The school’s location within the Katlicherra block of Hailakandi district presents unique logistical challenges. However, its accessibility via all-weather roads allows consistent student attendance. The school’s academic year commences in April, aligning with the regional calendar.

While the school lacks additional amenities such as a boundary wall, electricity, a library, playground, computers, and a computer-aided learning lab, the commitment of the teachers shines through. The absence of these resources underscores the need for further investment in educational infrastructure in this underserved area.

The lack of a pre-primary section and the absence of midday meals also highlight the ongoing need for enhanced support. While there are currently no female teachers at the school, this could be a future area for improvement to provide diverse perspectives and role models for the students.

The school’s management, currently unrecognised, seeks to overcome these hurdles and improve the overall learning environment. Despite the challenges, the school continues to provide education to the children of the community, emphasizing the resilience and determination of both the teachers and the students.

The school’s rural location presents both opportunities and challenges. The close-knit community fosters a strong sense of shared responsibility for the children’s education, while the remoteness necessitates ongoing support to overcome infrastructure limitations.

Future development plans could include securing recognition for the school, improving infrastructure, acquiring essential resources, and expanding the range of educational services offered. This would not only enhance the quality of education but also contribute to the overall development of the community.

Dholai Molai Boundary VLPS, though a small school with limited resources, represents a significant beacon of hope and opportunity in a rural setting. Its existence underscores the vital role of education in empowering individuals and communities, even in the face of adversity.